According to GlobalInfoResearch,The Baby Diaper Rash Cream revenue was 56.4 M USD in 2015 and is expected to reach 72.4 M USD in 2021, growing at a CAGR of 4.25% from 2015 to 2021.
The global leading players in this market are Yumeijing, Fiverams, Himalaya Wellness, YingZifang, Sudocrem, Johnson & Johnson, Bayer, Pigeon, NUK, AVENT, HITO, Burt’s Bees, Earth Mama Angel Baby, Eucerin and etc.
Currently, a major challenge affecting the market growth is the limitation of downstream market. As large demand of healthy products at home and abroad, many companies began to enter the field.
Despite the presence of competition problems, due to the global recovery trend is clear, investors are still optimistic about this area, the future will still have more new investment enter the field. In the next five years, the consumption volume will keep slow increasing, as well as the consumption value.

Schools should use both ability grouping and acceleration to help academically talented students, reports a new Northwestern University study that examined a century of research looking at the controversial subject.
Ability grouping places students of similar skills and abilities in the same classes. Acceleration, most commonly known as grade skipping, subject acceleration or early admission into kindergarten or college, gives students the chance to access opportunities earlier or progress more rapidly.
The widely debated educational techniques effectively increase academic achievement at a low cost and can benefit millions of students in U.S. school systems, according to the study, published in Review of Educational Research.
"Although acceleration is widely supported by research as an effective strategy for meeting the needs of advanced learners, it's still rarely used, and most schools do not systematically look for students who need it," said study co-author Paula Olszewski-Kubilius, director of the Center for Talent Development at the Northwestern's School of Education and Social Policy.
The U.S. spends nearly $600 billion a year on public education, but research questions whether the resources are reaching high-performing students. A recent policy brief reported that 20 to 40 percent of elementary and middle school students perform above grade level in reading and 10 to 30 percent do so in math, according to the study.
Proponents of ability and acceleration point to benefits for children who are under-challenged in their grade-level classroom. With a more homogenous learning environment, it's easier for teachers to match their instruction to a student's needs and the students benefit from interacting with comparable academic peers.
Critics argue that dividing the students can mean the loss of leaders or role models, greater achievement gaps and lower self-esteem for struggling students.
But the research indicated that students benefited from within-class grouping, cross-grade subject grouping and gifted and talented programs, although the benefits were negligible for between class groupings.
Accelerated students performed significantly better than non-accelerated same-age peers, and comparable to non-accelerated older students, according to the study.
Others have said education should "avoid trying to teach students what they already know," the authors wrote. "Based on the nearly century's worth of research, we believe the data clearly suggest that ability grouping and acceleration are two such strategies for achieving this goal."
Though hardly the final word on such a hot-button issue, the new study helps clarify the academic effects of ability grouping and acceleration.
"The conversation needs to evolve beyond whether such interventions can ever work," they wrote. The bulk of evidence over the last century "suggests that academic acceleration and most forms of ability grouping like cross-grade subject grouping and special grouping for gifted students can greatly improve K-12 students' academic achievement."
Northwestern's Saiying Steenbergen-Hu of the Center for Talent Development was the lead author of the report, which was also co-authored by Matthew Makel of Duke University's Talent Identification Program. The authors reviewed 172 empirical studies on the efficacy of ability grouping as well as 125 studies on acceleration.
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The amount of close and comforting contact between infants and their caregivers can affect children at the molecular level, an effect detectable four years later, according to new research from the University of British Columbia and BC Children's Hospital Research Institute.
The study showed that children who had been more distressed as infants and had received less physical contact had a molecular profile in their cells that was underdeveloped for their age -- pointing to the possibility that they were lagging biologically.
"In children, we think slower epigenetic aging might indicate an inability to thrive," said Michael Kobor, a Professor in the UBC Department of Medical Genetics who leads the "Healthy Starts" theme at BC Children's Hospital Research Institute.
Although the implications for childhood development and adult health have yet to be understood, this finding builds on similar work in rodents. This is the first study to show in humans that the simple act of touching, early in life, has deeply-rooted and potentially lifelong consequences on genetic expression.
The study, published last month in Development and Psychopathology, involved 94 healthy children in British Columbia. Researchers from UBC and BC Children's Hospital asked parents of 5-week-old babies to keep a diary of their infants' behavior (such as sleeping, fussing, crying or feeding) as well as the duration of caregiving that involved bodily contact. When the children were about 4 1/2 years old, their DNA was sampled by swabbing the inside of their cheeks.
The team examined a biochemical modification called DNA methylation, in which some parts of the chromosome are tagged with small molecules made of carbon and hydrogen. These molecules act as "dimmer switches" that help to control how active each gene is, and thus affect how cells function.
The extent of methylation, and where on the DNA it specifically happens, can be influenced by external conditions, especially in childhood. These epigenetic patterns also change in predictable ways as we age.
Scientists found consistent methylation differences between high-contact and low-contact children at five specific DNA sites. Two of these sites fall within genes: one plays a role in the immune system, and the other is involved in metabolism. However, the downstream effects of these epigenetic changes on child development and health aren't known yet.
The children who experienced higher distress and received relatively little contact had an "epigenetic age" that was lower than would be expected, given their actual age. Such a discrepancy has been linked to poor health in several recent studies.
"We plan on following up to see whether the 'biological immaturity' we saw in these children carries broad implications for their health, especially their psychological development," says lead author Sarah Moore, a postdoctoral fellow. "If further research confirms this initial finding, it will underscore the importance of providing physical contact, especially for distressed infants."
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In a long-term national study, breastfeeding for six months or longer cuts the risk of developing type 2 diabetes nearly in half for women throughout their childbearing years, according to new Kaiser Permanente research published Jan. 16 in JAMA Internal Medicine.
"We found a very strong association between breastfeeding duration and lower risk of developing diabetes, even after accounting for all possible confounding risk factors," said lead author Erica P. Gunderson, PhD, MS, MPH, senior research scientist with the Kaiser Permanente Division of Research.
Women who breastfed for six months or more across all births had a 47 percent reduction in their risk of developing type 2 diabetes compared to those who did not breastfeed at all. Women who breastfed for six months or less had a 25 percent reduction in diabetes risk.
Dr. Gunderson and colleagues analyzed data during the 30 years of follow up from the Coronary Artery Risk Development in Young Adults (CARDIA) study, a national, multi-center investigation of cardiovascular disease risk factors that originally enrolled about 5,000 adults aged 18 to 30 in 1985 to 1986, including more than 1,000 members of Kaiser Permanente Northern California.
The new findings add to a growing body of evidence that breastfeeding [hyperlinked to above] has protective effects for both mothers and their offspring, including lowering a mother's risk of breast and ovarian cancer. The CARDIA findings are also consistent with those of the NIH-funded Study of Women, Infant Feeding and Type 2 Diabetes after GDM Pregnancy (SWIFT), also led by Gunderson, which includes routine biochemical screening for diabetes in women after gestational diabetes from the early postpartum period and years later.
The long-term benefits of breastfeeding on lower diabetes risk were similar for black women and white women, and women with and without gestational diabetes. Black women were three times as likely as white women to develop diabetes within the 30-year study, which is consistent with higher risk found by others. Black women enrolled in CARDIA were also less likely to breastfeed than white women.
"The incidence of diabetes decreased in a graded manner as breastfeeding duration increased, regardless of race, gestational diabetes, lifestyle behaviors, body size, and other metabolic risk factors measured before pregnancy, implying the possibility that the underlying mechanism may be biological," Gunderson said. Several plausible biological mechanisms are possible for the protective effects of breastfeeding, including the influence of lactation-associated hormones on the pancreatic cells that control blood insulin levels and thereby impact blood sugar.
Based on the strong evidence for the numerous health benefits of breastfeeding for mothers and babies, Kaiser Permanente provides strong support for all mothers who choose to breastfeed.
"We have known for a long time that breastfeeding has many benefits both for mothers and babies, however, previous evidence showed only weak effects on chronic disease in women," said Tracy Flanagan, MD, director of women's health for Kaiser Permanente Northern California. "Now we see much stronger protection from this new study showing that mothers who breastfeed for months after their delivery, may be reducing their risk of developing type 2 diabetes by up to one half as they get older. This is yet another reason that doctors, nurses, and hospitals as well as policymakers should support women and their families to breastfeed as long as possible."
This study included 1,238 black and white women who did not have diabetes when they enrolled in CARDIA, or prior to their subsequent pregnancies. Over the next 30 years, each woman had at least one live birth and was routinely screened for diabetes under the CARDIA protocol, which included diagnostic screening criteria for diabetes. Participants also reported lifestyle behaviors (such as diet and physical activity) and the total amount of time they breastfed their children.
"Unlike previous studies of breastfeeding, which relied on self-reporting of diabetes onset and began to follow older women later in life, we were able to follow women specifically during the childbearing period and screen them regularly for diabetes before and after pregnancies, Gunderson said. She and her colleagues were also able to account for pre-pregnancy metabolic risk, including obesity and fasting glucose and insulin, lifestyle behaviors, family history of diabetes, and perinatal outcomes.
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A study conducted at the Department of Psychology at the University of Jyväskylä, Finland and Jyväskylä Centre for Interdisciplinary Brain Research (CIBR) has found that the brain responses of infants with an inherited risk for dyslexia, a specific reading disability, predict their future reading speed in secondary school.
The longitudinal study looked at the electrical brain responses of six-month-old infants to speech and the correlation between the brain responses and their pre-literacy skills in pre-school-age, as well as their literacy in the eighth grade at 14 years of age.
The study discovered that the brain response of the infants with an inherited dyslexia risk differed from the brain responses of the control infants and predicted their reading speed in secondary school. The larger brain responses were related to a more fluent naming speed of familiar objects, better phonological skills, and faster reading.
"The predictive effect of the infant's brain response to the reading speed in secondary school is mediated by the pre-school-age naming speed of familiar objects, suggesting that if search of the words from the mental lexicon is hindered before school age, reading is still tangled in secondary school," states researcher PhD Kaisa Lohvansuu.
Atypical brain activation to speech in infants with inherited risk for dyslexia impedes the development of effective connections to the mental lexicon, and thus slows the naming and reading performances. Efficient/effortless search from the mental lexicon is therefore necessary in both fluent reading and naming.
Developmental dyslexia, a specific reading disability, is the most common of the learning disabilities. It has a strong genetic basis: children of dyslexic parents are at great risk of encountering reading and/or writing difficulties at school.
As speech stimuli, the current study used pseudo-words, i.e. words without meaning. The pseudo-words contained either a short or a long consonant (a double consonant). Phonemic length is a semantically distinguishing feature in the Finnish language, and differentiating it correctly would therefore be essential. However, the correct reading and writing of these contrasts have previously been found to be particularly difficult for Finnish dyslexics.
The research was carried out as part of the Jyväskylä Longitudinal Study of Dyslexia (JLD). Half of the children who participated in the project had an inherited risk of dyslexia.
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When we see somebody suffering, we normally feel uneasy and want to help. However, this feeling can be reversed. When we know someone behaved in an antisocial manner, we can remain unsympathetic even though we know they are hurt. It is known from previous studies that we perceive the perpetrator's pain as a just punishment and a tool to penalise misbehaviour. Moreover, we feel a sense of spite when we witness the disciplinary measure.
Until now, not much was known about the evolutionary origin of this behaviour. Scientists from the department of social neuroscience at the Max Planck Institute for Human Cognitive and Brain Sciences (MPI CBS) together with colleagues from the MPI for Evolutionary Anthropology (MPI EVA) explored the question at what age we develop the motivation to watch, from our perspective, a deserved punishment and if this feature also exists in our closest relatives -- chimpanzees.
To investigate children's behaviour the researchers used a puppet theatre in which two characters each behaved differently. There was a friendly character, who gave the children their favourite toy back, and an uncooperative one who kept the toy for themselves. Additionally, there was a puppet that played the punishing role and pretended to hit the other two with a stick. The young audience, aged four to six years, could decide if they wanted to watch the pretend hits by paying with a coin, or if they would prefer to exchange the coin for stickers.
In the case of the friendly puppet, the children largely refused to observe how it suffered. However, in the case of the antisocial puppet the six-year-old children's preference to reject the stickers and spend their coins witnessing the punishment was significant. They even experienced pleasure by watching him suffer, shown in their expressions. In contrast, the four- and five-year-old children did not show this behaviour.
The scientists observed similar occurrences in chimpanzees. Their desire to penalise antisocial behaviour was studied in the research unit of MPI EVA at Leipzig Zoo with the help of two zookeepers, who also slipped into contrasting roles; social and antisocial. While one regularly fed them, the other took their food away. In this situation also, another person pretended to beat them both with a stick. As with the children, a significant number of chimpanzees made an effort to witness the disliked keeper being punished. To do so, they had to open a heavy door to a neighbouring room from where they could witness the scene. As for the friendly zookeeper, they refused this option and even protested strongly when pain was inflicted on them.
"Our results demonstrate that six-year-old children and even chimpanzees want to avenge antisocial behaviour and that they feel an urge to watch it. "This is where the evolutionary roots of such behaviour originates, a crucial characteristic to manage living in a community," states Natacha Mendes, scientist at MPI CBS and one of the first authors of the underlying study, now published in the journal Nature Human Behaviour. "We cannot definitely say that the children and chimpanzees felt spite. However, their behaviour is a clear sign that six-year-old children as well as chimpanzees are eager to observe how uncooperative members of their community are punished," adds Nikolaus Steinbeis, the other first author of the study and scientist at both MPI CBS and University College London.
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When a parent and infant interact, various aspects of their behaviour can synchronise, including their gaze, emotions and heartrate, but little is known about whether their brain activity also synchronises -- and what the consequences of this might be.
Brainwaves reflect the group-level activity of millions of neurons and are involved in information transfer between brain regions. Previous studies have shown that when two adults are talking to each other, communication is more successful if their brainwaves are in synchrony.
Researchers at the Baby-LINC Lab at the University of Cambridge carried out a study to explore whether infants can synchronise their brainwaves to adults too -- and whether eye contact might influence this. Their results are published in the Proceedings of National Academy of Sciences (PNAS).
The team examined the brainwave patterns of 36 infants (17 in the first experiment and 19 in the second) using electroencephalography (EEG), which measures patterns of brain electrical activity via electrodes in a skull cap worn by the participants. They compared the infants' brain activity to that of the adult who was singing nursery rhymes to the infant.
In the first of two experiments, the infant watched a video of an adult as she sang nursery rhymes. First, the adult -- whose brainwave patterns had already been recorded -- was looking directly at the infant. Then, she turned her head to avert her gaze, while still singing nursery rhymes. Finally, she turned her head away, but her eyes looked directly back at the infant.
As anticipated, the researchers found that infants' brainwaves were more synchronised to the adults' when the adult's gaze met the infant's, as compared to when her gaze was averted Interestingly, the greatest synchronising effect occurred when the adults' head was turned away but her eyes still looked directly at the infant. The researchers say this may be because such a gaze appears highly deliberate, and so provides a stronger signal to the infant that the adult intends to communicate with her.
In the second experiment, a real adult replaced the video. She only looked either directly at the infant or averted her gaze while singing nursery rhymes. This time, however, her brainwaves could be monitored live to see whether her brainwave patterns were being influenced by the infant's as well as the other way round.
This time, both infants and adults became more synchronised to each other's brain activity when mutual eye contact was established. This occurred even though the adult could see the infant at all times, and infants were equally interested in looking at the adult even when she looked away. The researchers say that this shows that brainwave synchronisation isn't just due to seeing a face or finding something interesting, but about sharing an intention to communicate.
To measure infants' intention to communicate, the researcher measured how many 'vocalisations' infants made to the experimenter. As predicted, infants made a greater effort to communicate, making more 'vocalisations', when the adult made direct eye contact -- and individual infants who made longer vocalisations also had higher brainwave synchrony with the adult.
Dr Victoria Leong, lead author on the study said: "When the adult and infant are looking at each other, they are signalling their availability and intention to communicate with each other. We found that both adult and infant brains respond to a gaze signal by becoming more in sync with their partner. This mechanism could prepare parents and babies to communicate, by synchronising when to speak and when to listen, which would also make learning more effective."
Dr Sam Wass, last author on the study, said: "We don't know what it is, yet, that causes this synchronous brain activity. We're certainly not claiming to have discovered telepathy! In this study, we were looking at whether infants can synchronise their brains to someone else, just as adults can. And we were also trying to figure out what gives rise to the synchrony.
"Our findings suggested eye gaze and vocalisations may both, somehow, play a role. But the brain synchrony we were observing was at such high time-scales -- of three to nine oscillations per second -- that we still need to figure out how exactly eye gaze and vocalisations create it."
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Children who have been spanked by their parents by age 5 show an increase in behavior problems at age 6 and age 8 relative to children who have never been spanked, according to new findings in Psychological Science, a journal of the Association for Psychological Science.
The study, which uses a statistical technique to approximate random assignment, indicates that this increase in behavior problems cannot be attributed to various characteristics of the child, the parents, or the home environment -- rather, it seems to be the specific result of spanking.
"Our findings suggest that spanking is not an effective technique and actually makes children's behavior worse not better," says psychological scientist Elizabeth T. Gershoff (University of Texas at Austin), lead author on the study.
Historically, trying to determine whether parents' use of spanking actually causes children to develop behavior problems has been difficult, because researchers cannot ethically conduct experiments that randomly assign parents to spank or not.
"Parents spank for many reasons, such as their educational or cultural background or how difficult their children's behavior is. These same reasons, which we call selection factors, can also predict children's behavior problems, making it difficult to determine whether spanking is in fact the cause of behavior problems," Gershoff explained. "We realized that the statistical method of propensity score matching could help us get as close to an experiment as possible."
Gershoff and coauthors Kierra M. P. Sattler (University of Texas at Austin) and Arya Ansari (University of Virginia) examined data from 12,112 children who participated in the nationally representative Early Childhood Longitudinal Study. When the children were 5 years old, their parents reported how many times they had spanked their child in the past week (if any). The researchers classified any child whose parent provided a number other than zero as having been spanked.
The researchers then matched children who had been spanked with those who hadn't according to 38 child- and family-related characteristics, including: the child's age, gender, overall health, and behavior problems at age 5; the parent's education, age, and marital status; the family socioeconomic status and household size; and factors related to parenting quality and conflict in the home.
Pairing the children in this way yielded two groups of children whose main difference was whether their parents had spanked them, effectively accounting for other factors that could plausibly influence the behavior of both parent and child. This approach allowed the researchers to approximate the random assignment of participants to groups, a hallmark of experimental design.
To gauge children's behavior problems over time, Gershoff, Sattler, and Ansari examined teachers' ratings when the children were 5, 6, and 8 years old. Children's teachers reported the frequency with which the children argued, fought, got angry, acted impulsively, and disturbed ongoing activities.
The results were clear: Children who had been spanked at age 5 showed greater increases in behavior problems by age 6 and also by age 8 when compared with children who had never been spanked.
Gershoff and colleagues conducted a similar analysis with only those children who had been spanked by their parents, comparing children who had been spanked in the week before the study (which suggests frequent spanking) and those who had not. Children spanked in the past week at age 5 also experienced greater increases in problem behavior at age 6 and 8 compared with children not spanked as frequently.
"The fact that knowing whether a child had ever been spanked was enough to predict their levels of behavior problems years later was a bit surprising," says Gershoff. "It suggests that spanking at any frequency is potentially harmful to children."
"Although dozens of studies have linked early spanking with later child behavior problems, this is the first to do so with a statistical method that approximates an experiment," she concluded.
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If at first you don't succeed, try, try again.
A new study from MIT reveals that babies as young as 15 months can learn to follow this advice. The researchers found that babies who watched an adult struggle at two different tasks before succeeding tried harder at their own difficult task, compared to babies who saw an adult succeed effortlessly.
The study suggests that infants can learn the value of effort after seeing just a couple of examples of adults trying hard, although the researchers have not studied how long the effect lasts. Although the study took place in a laboratory setting, the findings may offer some guidance for parents who hope to instill the value of effort in their children, the researchers say.
"There's some pressure on parents to make everything look easy and not get frustrated in front of their children," says Laura Schulz, a professor of cognitive science at MIT. "There's nothing you can learn from a laboratory study that directly applies to parenting, but this does at least suggest that it may not be a bad thing to show your children that you are working hard to achieve your goals."
Schulz is the senior author of the study, which appears in the Sept. 21 online edition of Science. Julia Leonard, an MIT graduate student, is the first author of the paper, and MIT undergraduate Yuna Lee is also an author.
Putting in the effort
Many recent studies have explored the value of hard work. Some have found that children's persistence, or "grit," can predict success above and beyond what IQ predicts. Other studies have found that children's beliefs regarding effort also matter: Those who think putting in effort leads to better outcomes do better in school than those who believe success depends on a fixed level of intelligence.
Leonard and Schulz were interested in studying how children might learn, at a very early age, how to decide when to try hard and when it's not worth the effort. Schulz' previous work has shown that babies can learn causal relationships from just a few examples.
"We were wondering if they can do similar fast learning from a little bit of data about when effort is really worth it," Leonard says.
To do that, they designed an experiment in which 15-month-old babies first watched an adult perform two tasks: removing a toy frog from a container and removing a key chain from a carabiner. Half of the babies saw the adult quickly succeed at the task three times within 30 seconds, while the other half saw her struggle for 30 seconds before succeeding.
The experimenter then showed the baby a musical toy. This toy had a button that looked like it should turn the toy on but actually did not work; there was also a concealed, functional button on the bottom. Out of the baby's sight, the researcher turned the toy on, to demonstrate that it played music, then turned it off and gave it to the baby.
Each baby was given two minutes to play with the toy, and the researchers recorded how many times the babies tried to press the button that seemed like it should turn the toy on. They found that babies who had seen the experimenter struggle before succeeding pressed the button nearly twice as many times overall as those who saw the adult easily succeed. They also pressed it nearly twice as many times before first asking for help or tossing the toy.
"There wasn't any difference in how long they played with the toy or in how many times they tossed it to their parent," Leonard says. "The real difference was in the number of times they pressed the button before they asked for help and in total."
The researchers also found that direct interactions with the babies made a difference. When the experimenter said the infants' names, made eye contact with them, and talked directly to them, the babies tried harder than when the experimenter did not directly engage with the babies.
"What we found, consistent with many other studies, is that using those pedagogical cues is an amplifier. The effect doesn't vanish, but it becomes much weaker without those cues," Schulz says.
A limited resource
A key takeaway from the study is that people appear to be able to learn, from an early age, how to make decisions regarding effort allocation, the researchers say.
"We're a somewhat puritanical culture, especially here in Boston. We value effort and hard work," Schulz says. "But really the point of the study is you don't actually want to put in a lot of effort across the board. Effort is a limited resource. Where do you deploy it, and where do you not?"
The researchers hope to investigate how long this effect might last after the initial experiment. Another possible avenue of research is whether the effect would be as strong with different kinds of tasks -- for example, if it was less clear to the babies what the adult was trying to achieve, or if the babies were given toys that were meant for older children.
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Materials provided by Massachusetts Institute of Technology. Original written by Anne Trafton. Note: Content may be edited for style and length.

Having a hormonal intrauterine device (IUD) implanted immediately after birth does not affect a woman's ability to lactate and breastfeed, according to new research by investigators at University of Utah Health and University of New Mexico School of Medicine. The results of this study are available online August 21 in the American Journal of Obstetrics and Gynecology.
"Bottom line, early placement of a hormonal IUD is a safe, long-term birth control method that doesn't negatively affect women who want to breastfeed their baby," said first author David Turok, M.D., associate professor in the Department of Obstetrics and Gynecology at U of U Health.
Medical practitioners often recommend that mothers delay receiving a hormonal intrauterine device (IUD) for several weeks after delivery to ensure the hormones do not interfere with normal lactation, but until now the approach had remained largely untested.
The new research by found that women's milk did not come in later if they received a hormonal IUD immediately after giving birth compared to women who received the same type of IUD several weeks after delivery. Eight weeks after delivery, women with IUDs continued to breastfeed equally as well as women who did not have the birth control.
The researchers carried out the research by randomizing study participants into two groups: 132 women received a hormonal IUD within 30 minutes of delivery and 127 women received a hormonal IUD 4 to 12 weeks after delivery. The study was conducted at clinics in Salt Lake City, Utah and Albuquerque, N.M.
The one disadvantage to early IUD placement is an increased potential for the device to be dislodged. Women who had IUDs placed immediately after birth had a higher rate of losing the birth control device (19%) compared to the women who received them later (2%). However, the majority of women in this study who lost the IUD returned to their medical provider to receive another device (71%). The idea of receiving an IUD shortly after delivery appeals to many women.
"New mothers have to juggle the competing priorities of a new or growing family, and it is difficult to schedule postpartum appointments," said co-author Jessica Sanders, Ph.D., research assistant professor in Obstetrics and Gynecology at U of U Health. "Women are already at the hospital for the delivery and receiving the IUD at this time is more convenient."
According to Turok, prenatal care is an ideal time for health care providers to speak to women about long-term birth control, as well as immediately after delivery because it is clear they are not pregnant and many are highly motivated to start contraception. Turok notes the children born to the women in both groups were healthy and thriving, but the lack of specific data on infant outcomes was a limitation to the study.
"This study shows no difference in breastfeeding outcomes [for women in either group], which is critically important in reassuring women and advocates that a hormonal IUD empowers women to avoid unintended pregnancy and to successfully breastfeed their infants," said senior author Eve Espey, M.D., chair of the Department of Obstetrics and Gynecology at the University of New Mexico School of Medicine. "We hope this study contributes to improving access to this highly safe and effective long-term contraceptive method."
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First, as for the global residential Brass Rods industry, the industry concentration rate is highly dispersed. The top 5 manufacturers have 30.61% sales revenue market share in 2017. The Wieland which has 7.62% sales market share in 2017, is the leader in the Brass Rods industry. The manufacturers following Wieland are Daechang and KME, which respectively has 6.51% and 6.46% sales market share globally.
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Global Brass Rods Market by Manufacturers, Countries, Type and Application, Forecast to 2022
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Second, the global consumption of Brass Rods products rises up from 2380 K Ton in 2012 to 2840 K Ton in 2017, with CAGR of 4.52%. At the same time, the revenue of world Brass Rods sales market has a rise from 11807.52 M USD to 13683.32 M USD. The reason causes this increase is the growing demand for the Brass Rods products, which is the result of the spurring needs of downstream customers, especially for Automobile.
Third, as for the Brass Rods market, it will still show slow growth, and technological trends in the market will stay stable.
Fourth, market growth for Brass Rods is expected to growth at a CAGR of 3.17% from 2017 to 2022, reaching 16567.95 M USD by 2022.
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